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Communicating Ocean Sciences Session 2: The Nature and Practices of Science COSEE California Session Objectives Discuss “what is science?” and the nature of science Discuss that evidence is collected, interpreted, and influenced by current scientific perspectives and understandings and by the society, culture, and even the scientists’ personal subjectivity Discuss the value and effect of a deeper understanding of, and reflection on, the nature and practices of science. COSEE California Quick write COSEE California Would you say that Feynman was doing science or did it just appear scientific? What specifically about his results make you think that? Why do you think that we chose to assign the Feynman reading, both for the overall course and specifically for this session on the nature and practices of sciences? Outsmarted by Ants COSEE California What do you think about Feynman’s science experiments with ants now? How do these ideas fit into your schema of what is science? What is Science? http://www.synergizedsolutions.com/simpsons/pictures.shtml COSEE California Think-Pair-Share What is science? How does science work? COSEE California Mystery Tubes Activity • Work in two’s or three’s to explore the mystery tube and share ideas. • Your goal is to determine what the interior construction of the tube looks like and to draw a diagram to model your hypothesis. You cannot open the tube to look inside. COSEE California Mystery Tubes Activity COSEE California 1. Share your model with another group. 2. What would you say if you were going to publish your findings right now? 3. Make sure to comment and ask questions about each other’s models. Ponder This COSEE California Were you doing science? What were you doing that is similar to what scientists do? How Science Works Flowcharts COSEE California What was the first thing you did in the activity? Where does it fit on the flow chart? Put a #1 in that section of the flow chart. Place numbers on the flow chart in the appropriate places. How Science Works Flowcharts What do you notice about your pathway shown on the flowchart? How does this differ from how you were taught about the science process in school? Which part(s) of the science process and practices did we address in this session? Which part(s) did we not address? Which part(s) do you think are most often addressed in K-12 education? Why do you think that is? COSEE California COSEE California Activity: Sorting Statements Discuss each statement about science and determine if it is an: “Accurate” statement about science and scientific practices; or an “Inaccurate” statement about science and scientific practices. Place them into piles… COSEE California The exact “right” answers are not the point of the activity. The purpose is to create an opportunity to discuss and think about what science is & what it is not. University of California Museum of Paleontology http://undsci.berkeley.edu/teaching/misconceptions.php COSEE California Key Ideas from the Literature Think-Pair-Share 1. Read Key Ideas from the Literature about Science. 2. Discuss your ideas in a few minutes with a partner. - What are the implications of these key ideas? - How are these ideas about science relevant to you as an educator? 3. Share your discussion with the whole group. COSEE California Six Americas What are the varying views about climate change? Do you think a better understanding of the process of science changes people's views about climate change? COSEE California Self-reflection COSEE California How is a scientific view distinct from other ways of knowing? What did you find most interesting, though-provoking, or applicable to you from today’s session about the nature and practices of science? Homework On-line discussion. Ask two people “Do you think that global warming is happening and is caused mostly by human activities?” “Why or why not?” Record their ideas and a bit about the tenor and content of the discussion you had with them. What is the value of teaching K-12 students to think scientifically? How might they apply scientific thinking in their everyday lives and when they grow up if they don’t become scientists? Reading. Hohenstein, J. M., & King, H. (2007). Learning in and outside of school. Choose at least one of the biome chapters from the textbook (11, 12, 13, 14, 15, 16) to read in full. Peruse the Understanding Science website: http://undsci.berkeley.edu/ COSEE California